Lygia de Sousa Viégas

Promoção automática nos anos 1950: a experiência pioneira do Grupo Experimental da Lapa (São Paulo)

O presente artigo visa apresentar o projeto pioneiro de abolicao da reprovacao na rede estadual paulista, elaborado no final da decada de 1950 e implantado no inicio de 1960, em carater experimental, no Grupo Experimental da Lapa, escola que funcionava como unidade oficial de pesquisas da Secretaria da Educacao. Apesar de inaugural, tal experiencia raramente comparece em publicacoes sobre o tema, havendo poucos registros a seu respeito. Para tanto, o artigo esboca, a principio, um breve contexto historico do debate em torno da entao chamada promocao automatica, que se inicia no Brasil em 1918, no contexto da Primeira Republica, e ganha forca, sobretudo, na decada de 1950, no periodo desenvolvimentista. Em seguida, o texto aborda elementos constitutivos do projeto realizado no Grupo Experimental da Lapa, justificando a pertinencia e a atualidade da promocao automatica, bem como delineia sua formatacao, em especial no que diz respeito a organizacao das classes, ao curriculo, a avaliacao e ao papel docente. Posto isso, sao revelados trechos de depoimentos dados por educadores envolvidos na construcao do referido projeto, os quais revelam suas potencialidades e contradicoes. Tambem sao apresentados documentos raros sobre o tema publicados no contexto dessa experiencia pioneira. Ao final, sao tecidas consideracoes sobre a experiencia em questao, a qual, apesar de pouco divulgada, possui enorme importância historica. Espera-se, com este artigo, contribuir para a construcao da escola publica de qualidade, principalmente considerando a crescente implantacao da politica de ciclos nas redes publicas educacionais brasileiras.

Apontamentos críticos sobre estigma e medicalização à luz da psicologia e da antropologia

This article aims to reflect on ethical aspects involved in the social sciences and humanities researches conducted in the educational context. In this debate, which goes beyond the limits of Resolution 466/2012 and the Plataforma Brasil bureaucracies, we refer to Psychology and Anthropology critical readings in order to emphasize the ethical risks in the medicalized view of education and human development, which has contributed to the production of stigmas that reinforces school exclusion. As central elements of this questioning, we highlight: the debate about the illusion that research in humanities and social sciences do not imply ethical risks and the false dichotomy of biomedical sciences x social and human sciences within the research in psychology and anthropology in education. Attesting to the importance of such problems we referred to researches of national and international authors in the field of school /educational psychology and neuroscience. Through these considerations, the article concludes for the importance of ethical rigor in humanities and social sciences researches, focusing not only in the construction of the project and the methodological procedures of data collection, but also in the research results interpretations and in the publication of reports and scientific articles.

Continuous progression and pathologizacion of education: An important debate

In this paper we analyse the impact of continuous learning progression on schools. We emphasize the pathologizacion arguments that support the current explanations around the school failure, in the core of this policy. For this purpose, we start presenting a brief history of the concept of eradicating the school failure in Brazilian Public schools. Then we reveal aspects of the official discourse about the continuous progression, using as example the model adopted by the city of Sao Paulo. Thereafter we present an ethnographic research conducted in a public school, giving emphasis on the speeches of teachers and students, as well as on the classroom dynamics. Finally, we display considerations on school failure in the scope of continuous progression, connecting such phenomenon to the medicalization of education.With this study we expect to broaden the analysis of the continuing progression and its impacts on the daily life in Sao Paulo public school system. We intent to move towards an effective solution of the problems experienced within the school walls.In this paper we analyse the impact of continuous learning progression on schools. We emphasize the pathologizacion arguments that support the current explanations around the school failure, in the core of this policy. For this purpose, we start presenting a brief history of the concept of eradicating the school failure in Brazilian Public schools. Then we reveal aspects of the official discourse about the continuous progression, using as example the model adopted by the city of São Paulo. Thereafter we present an ethnographic research conducted in a public school, giving emphasis on the speeches of teachers and students, as well as on the classroom dynamics. Finally, we display considerations on school failure in the scope of continuous progression, connecting such phenomenon to the medicalization of education.With this study we expect to broaden the analysis of the continuing progression and its impacts on the daily life in São Paulo public school system. We intent to move towards an effective solution of the problems experienced within the school walls.

Progressão Continuada e Patologização da Educação: um debate necessário

In this paper we analyse the impact of continuous learning progression on schools. We emphasize the pathologizacion arguments that support the current explanations around the school failure, in the core of this policy. For this purpose, we start presenting a brief history of the concept of eradicating the school failure in Brazilian Public schools. Then we reveal aspects of the official discourse about the continuous progression, using as example the model adopted by the city of Sao Paulo. Thereafter we present an ethnographic research conducted in a public school, giving emphasis on the speeches of teachers and students, as well as on the classroom dynamics. Finally, we display considerations on school failure in the scope of continuous progression, connecting such phenomenon to the medicalization of education.With this study we expect to broaden the analysis of the continuing progression and its impacts on the daily life in Sao Paulo public school system. We intent to move towards an effective solution of the problems experienced within the school walls.In this paper we analyse the impact of continuous learning progression on schools. We emphasize the pathologizacion arguments that support the current explanations around the school failure, in the core of this policy. For this purpose, we start presenting a brief history of the concept of eradicating the school failure in Brazilian Public schools. Then we reveal aspects of the official discourse about the continuous progression, using as example the model adopted by the city of São Paulo. Thereafter we present an ethnographic research conducted in a public school, giving emphasis on the speeches of teachers and students, as well as on the classroom dynamics. Finally, we display considerations on school failure in the scope of continuous progression, connecting such phenomenon to the medicalization of education.With this study we expect to broaden the analysis of the continuing progression and its impacts on the daily life in São Paulo public school system. We intent to move towards an effective solution of the problems experienced within the school walls.

Progresión Continuada y Patologización de la Educación: un debate necesario

In this paper we analyse the impact of continuous learning progression on schools. We emphasize the pathologizacion arguments that support the current explanations around the school failure, in the core of this policy. For this purpose, we start presenting a brief history of the concept of eradicating the school failure in Brazilian Public schools. Then we reveal aspects of the official discourse about the continuous progression, using as example the model adopted by the city of Sao Paulo. Thereafter we present an ethnographic research conducted in a public school, giving emphasis on the speeches of teachers and students, as well as on the classroom dynamics. Finally, we display considerations on school failure in the scope of continuous progression, connecting such phenomenon to the medicalization of education.With this study we expect to broaden the analysis of the continuing progression and its impacts on the daily life in Sao Paulo public school system. We intent to move towards an effective solution of the problems experienced within the school walls.In this paper we analyse the impact of continuous learning progression on schools. We emphasize the pathologizacion arguments that support the current explanations around the school failure, in the core of this policy. For this purpose, we start presenting a brief history of the concept of eradicating the school failure in Brazilian Public schools. Then we reveal aspects of the official discourse about the continuous progression, using as example the model adopted by the city of São Paulo. Thereafter we present an ethnographic research conducted in a public school, giving emphasis on the speeches of teachers and students, as well as on the classroom dynamics. Finally, we display considerations on school failure in the scope of continuous progression, connecting such phenomenon to the medicalization of education.With this study we expect to broaden the analysis of the continuing progression and its impacts on the daily life in São Paulo public school system. We intent to move towards an effective solution of the problems experienced within the school walls.